Preferred learning modalities and practice for critical skills

A global survey of paediatric emergency medicine clinicians

Simon S. Craig, Marc Auerbach, John Alexander Cheek, Franz E. Babl, Ed Oakley, Lucia Nguyen, Arjun Rao, Sarah Dalton, Mark D. Lyttle, Santiago Mintegi, Joshua Nagler, Rakesh D. Mistry, Andrew Dixon, Pedro Rino, Guillermo Kohn-Loncarica, Stuart R. Dalziel

Research output: Contribution to journalArticleResearchpeer-review

1 Citation (Scopus)

Abstract

Objective: To describe senior paediatric emergency clinician perspectives on the optimal frequency of and preferred modalities for practising critical paediatric procedures. Methods: Multicentre multicountry cross-sectional survey of senior paediatric emergency clinicians working in 96 EDs affiliated with the Pediatric Emergency Research Network. Results: 1332/2446 (54%) clinicians provided information on suggested frequency of practice and preferred learning modalities for 18 critical procedures. Yearly practice was recommended for six procedures (bag valve mask ventilation, cardiopulmonary resuscitation (CPR), endotracheal intubation, laryngeal mask airway insertion, defibrillation/direct current (DC) cardioversion and intraosseous needle insertion) by at least 80% of respondents. 16 procedures were recommended for yearly practice by at least 50% of respondents. Two procedures (venous cutdown and ED thoracotomy) had yearly practice recommended by <40% of respondents. Simulation was the preferred learning modality for CPR, bag valve mask ventilation, DC cardioversion and transcutaneous pacing. Practice in alternative clinical settings (eg, the operating room) was the preferred learning modality for endotracheal intubation and laryngeal mask insertion. Use of models/mannequins for isolated procedural training was the preferred learning modality for all other invasive procedures. Free-text responses suggested the utility of cadaver labs and animal labs for more invasive procedures (thoracotomy, intercostal catheter insertion, open surgical airways, venous cutdown and pericardiocentesis). Conclusions: Paediatric ED clinicians suggest that most paediatric critical procedures should be practised at least annually. The preferred learning modality depends on the skill practised; alternative clinical settings are thought to be most useful for standard airway manoeuvres, while simulation-based experiential learning is applicable for most other procedures.

Original languageEnglish
Number of pages8
JournalEmergency Medicine Journal
DOIs
Publication statusAccepted/In press - 1 Jan 2018

Keywords

  • education
  • paediatric resuscitation
  • paediatrics, paediatric emergency medicine

Cite this

Craig, Simon S. ; Auerbach, Marc ; Cheek, John Alexander ; Babl, Franz E. ; Oakley, Ed ; Nguyen, Lucia ; Rao, Arjun ; Dalton, Sarah ; Lyttle, Mark D. ; Mintegi, Santiago ; Nagler, Joshua ; Mistry, Rakesh D. ; Dixon, Andrew ; Rino, Pedro ; Kohn-Loncarica, Guillermo ; Dalziel, Stuart R. / Preferred learning modalities and practice for critical skills : A global survey of paediatric emergency medicine clinicians. In: Emergency Medicine Journal. 2018.
@article{780cfbfebf174ed1af5821899ce320d6,
title = "Preferred learning modalities and practice for critical skills: A global survey of paediatric emergency medicine clinicians",
abstract = "Objective: To describe senior paediatric emergency clinician perspectives on the optimal frequency of and preferred modalities for practising critical paediatric procedures. Methods: Multicentre multicountry cross-sectional survey of senior paediatric emergency clinicians working in 96 EDs affiliated with the Pediatric Emergency Research Network. Results: 1332/2446 (54{\%}) clinicians provided information on suggested frequency of practice and preferred learning modalities for 18 critical procedures. Yearly practice was recommended for six procedures (bag valve mask ventilation, cardiopulmonary resuscitation (CPR), endotracheal intubation, laryngeal mask airway insertion, defibrillation/direct current (DC) cardioversion and intraosseous needle insertion) by at least 80{\%} of respondents. 16 procedures were recommended for yearly practice by at least 50{\%} of respondents. Two procedures (venous cutdown and ED thoracotomy) had yearly practice recommended by <40{\%} of respondents. Simulation was the preferred learning modality for CPR, bag valve mask ventilation, DC cardioversion and transcutaneous pacing. Practice in alternative clinical settings (eg, the operating room) was the preferred learning modality for endotracheal intubation and laryngeal mask insertion. Use of models/mannequins for isolated procedural training was the preferred learning modality for all other invasive procedures. Free-text responses suggested the utility of cadaver labs and animal labs for more invasive procedures (thoracotomy, intercostal catheter insertion, open surgical airways, venous cutdown and pericardiocentesis). Conclusions: Paediatric ED clinicians suggest that most paediatric critical procedures should be practised at least annually. The preferred learning modality depends on the skill practised; alternative clinical settings are thought to be most useful for standard airway manoeuvres, while simulation-based experiential learning is applicable for most other procedures.",
keywords = "education, paediatric resuscitation, paediatrics, paediatric emergency medicine",
author = "Craig, {Simon S.} and Marc Auerbach and Cheek, {John Alexander} and Babl, {Franz E.} and Ed Oakley and Lucia Nguyen and Arjun Rao and Sarah Dalton and Lyttle, {Mark D.} and Santiago Mintegi and Joshua Nagler and Mistry, {Rakesh D.} and Andrew Dixon and Pedro Rino and Guillermo Kohn-Loncarica and Dalziel, {Stuart R.}",
year = "2018",
month = "1",
day = "1",
doi = "10.1136/emermed-2017-207384",
language = "English",
journal = "Emergency Medicine Journal",
issn = "1472-0205",
publisher = "BMJ Publishing Group Ltd",

}

Craig, SS, Auerbach, M, Cheek, JA, Babl, FE, Oakley, E, Nguyen, L, Rao, A, Dalton, S, Lyttle, MD, Mintegi, S, Nagler, J, Mistry, RD, Dixon, A, Rino, P, Kohn-Loncarica, G & Dalziel, SR 2018, 'Preferred learning modalities and practice for critical skills: A global survey of paediatric emergency medicine clinicians', Emergency Medicine Journal. https://doi.org/10.1136/emermed-2017-207384

Preferred learning modalities and practice for critical skills : A global survey of paediatric emergency medicine clinicians. / Craig, Simon S.; Auerbach, Marc; Cheek, John Alexander; Babl, Franz E.; Oakley, Ed; Nguyen, Lucia; Rao, Arjun; Dalton, Sarah; Lyttle, Mark D.; Mintegi, Santiago; Nagler, Joshua; Mistry, Rakesh D.; Dixon, Andrew; Rino, Pedro; Kohn-Loncarica, Guillermo; Dalziel, Stuart R.

In: Emergency Medicine Journal, 01.01.2018.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Preferred learning modalities and practice for critical skills

T2 - A global survey of paediatric emergency medicine clinicians

AU - Craig, Simon S.

AU - Auerbach, Marc

AU - Cheek, John Alexander

AU - Babl, Franz E.

AU - Oakley, Ed

AU - Nguyen, Lucia

AU - Rao, Arjun

AU - Dalton, Sarah

AU - Lyttle, Mark D.

AU - Mintegi, Santiago

AU - Nagler, Joshua

AU - Mistry, Rakesh D.

AU - Dixon, Andrew

AU - Rino, Pedro

AU - Kohn-Loncarica, Guillermo

AU - Dalziel, Stuart R.

PY - 2018/1/1

Y1 - 2018/1/1

N2 - Objective: To describe senior paediatric emergency clinician perspectives on the optimal frequency of and preferred modalities for practising critical paediatric procedures. Methods: Multicentre multicountry cross-sectional survey of senior paediatric emergency clinicians working in 96 EDs affiliated with the Pediatric Emergency Research Network. Results: 1332/2446 (54%) clinicians provided information on suggested frequency of practice and preferred learning modalities for 18 critical procedures. Yearly practice was recommended for six procedures (bag valve mask ventilation, cardiopulmonary resuscitation (CPR), endotracheal intubation, laryngeal mask airway insertion, defibrillation/direct current (DC) cardioversion and intraosseous needle insertion) by at least 80% of respondents. 16 procedures were recommended for yearly practice by at least 50% of respondents. Two procedures (venous cutdown and ED thoracotomy) had yearly practice recommended by <40% of respondents. Simulation was the preferred learning modality for CPR, bag valve mask ventilation, DC cardioversion and transcutaneous pacing. Practice in alternative clinical settings (eg, the operating room) was the preferred learning modality for endotracheal intubation and laryngeal mask insertion. Use of models/mannequins for isolated procedural training was the preferred learning modality for all other invasive procedures. Free-text responses suggested the utility of cadaver labs and animal labs for more invasive procedures (thoracotomy, intercostal catheter insertion, open surgical airways, venous cutdown and pericardiocentesis). Conclusions: Paediatric ED clinicians suggest that most paediatric critical procedures should be practised at least annually. The preferred learning modality depends on the skill practised; alternative clinical settings are thought to be most useful for standard airway manoeuvres, while simulation-based experiential learning is applicable for most other procedures.

AB - Objective: To describe senior paediatric emergency clinician perspectives on the optimal frequency of and preferred modalities for practising critical paediatric procedures. Methods: Multicentre multicountry cross-sectional survey of senior paediatric emergency clinicians working in 96 EDs affiliated with the Pediatric Emergency Research Network. Results: 1332/2446 (54%) clinicians provided information on suggested frequency of practice and preferred learning modalities for 18 critical procedures. Yearly practice was recommended for six procedures (bag valve mask ventilation, cardiopulmonary resuscitation (CPR), endotracheal intubation, laryngeal mask airway insertion, defibrillation/direct current (DC) cardioversion and intraosseous needle insertion) by at least 80% of respondents. 16 procedures were recommended for yearly practice by at least 50% of respondents. Two procedures (venous cutdown and ED thoracotomy) had yearly practice recommended by <40% of respondents. Simulation was the preferred learning modality for CPR, bag valve mask ventilation, DC cardioversion and transcutaneous pacing. Practice in alternative clinical settings (eg, the operating room) was the preferred learning modality for endotracheal intubation and laryngeal mask insertion. Use of models/mannequins for isolated procedural training was the preferred learning modality for all other invasive procedures. Free-text responses suggested the utility of cadaver labs and animal labs for more invasive procedures (thoracotomy, intercostal catheter insertion, open surgical airways, venous cutdown and pericardiocentesis). Conclusions: Paediatric ED clinicians suggest that most paediatric critical procedures should be practised at least annually. The preferred learning modality depends on the skill practised; alternative clinical settings are thought to be most useful for standard airway manoeuvres, while simulation-based experiential learning is applicable for most other procedures.

KW - education

KW - paediatric resuscitation

KW - paediatrics, paediatric emergency medicine

UR - http://www.scopus.com/inward/record.url?scp=85055046568&partnerID=8YFLogxK

U2 - 10.1136/emermed-2017-207384

DO - 10.1136/emermed-2017-207384

M3 - Article

JO - Emergency Medicine Journal

JF - Emergency Medicine Journal

SN - 1472-0205

ER -